2024-09-18: Lockman & Schirmer, 2020¶

Discussion leader: Richel
Date: 2024-09-18
Paper: Lockman, Alison S., and Barbara R. Schirmer. "Online instruction in higher education: Promising, research-based, and evidence-based practices." Journal of Education and e-Learning Research 7.2 (2020): 130-152. Download page

Meeting notes¶

Feedback can be left anonymously [link to Google Form] and will be published online publicly
The person leading the discussion determines how to do that, my ideas may not be representative (and that is fine :-) )
The goal of this journal club is to become a better teacher
The goal of this paper is to become a better teacher in online teaching
Procedure
- Go through questions
- Any new discussion leader for next month, 16th October?
  - If yes, please share today
- New paper will be announced Friday
- Go or stay to evaluate the format of this journal club

Questions¶

What grade on a scale from 1 (worst) to 10 (best) would you give this paper?
How would you praise the paper?
How would you criticise the paper?
How would you summarize the paper in one line?
The paper reviews the literature from 2013-2019. Do you think it is still applicable, or is it outdated?
Do you believe the main finding of the paper is true?
Which finding do you think is most relevant for us becoming a better teacher?
Do you happen to know disagreements with this paper and others?
How would this paper make us a better teacher? (putting in bigger context, as recommended by [Deenadayalan et al., 2008])

Discussion notes¶

Overview

This study in context. Red nodes: effective teaching according to the literature, according to the author. Green nodes: effective online teaching according to the literature, according to the author. Red nodes: this study.

Yellow: teaching cycle, from [Bell, 2020].

Purple: influence with effect size, from The Visible Learning site, and [Hattie, 2008] and [Hattie, 2023].

corpus:

years 2013-2019
104 papers

corpus themes:

course design factors
- Effective in improving achievement and satisfaction
  - feedback from instructor
  - incorporation of multiple pedagogies and learning resources
  - feedback from peers
  - user-friendly online tools
  - high instructor presence
  - promotion of socialization
  - group cohesion
  - trust
  - face-to-face teaching (compared to online or hybrid)
- Less effective:
  - groupwork
  - online lectures
student support
- important to student achievement in online coursework:
  - orientation to online instruction prior to beginning coursework
  - quality of faculty-student interaction
  - academic support for students
  - establishment of trust
  - a sense of community
faculty pedagogy
- a positive relationship between the number of student posts and course learning
- social media facilitated student-to-student interaction
- synchronous environments encourages active learning
- synchronous environments requires greater student motivation
- synchronous environments requires greater proficiency with the technology
- faculty feedback is more important to students than peer feedback, and timeliness and usefulness are qualities of effective feedback.
- Given the student perception that feedback can feel threatening, findings from a few studies indicate that perception of instructor presence can mitigate these feelings and improve student motivation.
- metacognitive support improves student higher level thinking
- selection of learning partners in group activities is a factor in student success.
- mixed results whether the number and quality of instructor posts are related to student participation on discussion forums and course achievement
- mixed effectiveness from interventions designed to increase student participation in discussion forums – such as incorporation of orientation sessions, visual materials, and social media venues
- no significant correlations between viewing videos as preparation for in-class sessions and tests and learning outcomes
- social media does not facilitate academic learning
- viewing videos as preparation for in-class sessions and tests has no effect on course achievement
- students are inconsistent in accessing videos
student engagement
- greater interaction with online course content is related to better course grades and satisfaction
- peer and instructor interaction are not consistently related to course satisfaction
student success factors
- no correlations were found between student learning style and online course achievement
- personal self-efficacy and internet self-efficacy predict online academic achievement
- online course achievement is increased by past academic success, motivation, family support, workload management, and digital literacy

Effective face-to-face teaching:

the use of multiple pedagogies and learning resources to address different student learning needs
high instructor presence
quality of faculty-student interaction
academic support outside of class
promotion of classroom cohesion
trust

Effective online teaching:

Same as effective face-to-face teaching
user-friendly technology tools
orientation to online instruction
opportunities for synchronous class sessions
incorporation of social media

Evidence-based effective:

only faculty feedback

Evaluation¶

At 9:02, I closed the Zoom room, as there were zero people. I consider this to be a communication problem and I have updated the main page.

References¶

[Bell, 2020] Bell, Mike. The fundamentals of teaching: A five-step model to put the research evidence into practice. Routledge, 2020.
[Deenadayalan et al., 2008] Deenadayalan, Yamini, et al. "How to run an effective journal club: a systematic review." Journal of evaluation in clinical practice 14.5 (2008): 898-911.
[Hattie, 2008] Hattie, John. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, 2008.
[Hattie, 2023] Hattie, John. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge, 2023.